Abstract:
It is often suggested that formative assessment should be the preferred mode of diagnostic assessment in all levels of education. Formative assessment is generally considered to constitute evaluation within educational programs while students are still learning, and it has many perceived benefits. However, formative assessment is perhaps not used as widely as it might be, possibly because it is not broadly practiced in the tertiary sector. The study described in this paper is based on a 'transformative assessment' model, the intention of which is to change teacher practice and student learning habits.